Can an Extremely Segregated School System Foster Integration? Evidence from the Chilean Case

• In Event: Equity, Agency, and Education Policy

Proposal

School segregation—understood as the concentration of students with similar socioeconomic characteristics in certain schools (Willms, 1986)—affects learning opportunities, socialization processes, and the economic development of countries (Reardon & Owens, 2014). Both researchers and international organizations have recommended implementing policies aimed at reducing segregation in education systems (Musset, 2012). Nevertheless, there have been few international changes in segregation levels across countries (Gutiérrez, 2023). In this regard, there is limited research showing the feasibility of successful integration processes in highly segregated contexts. This article analyzes the changes in school segregation levels in Chile over the past decades following the implementation of a set of integrative policies, assessing the effects and outcomes of these policies. Which, in the context of the congress's main theme, is particularly relevant, considering that integration plays a crucial role in shaping our societies and how future citizens will relate to each other.
Examining the changes that occurred after these policies becomes especially relevant as multiple countries have adopted market-oriented approaches in their education systems, implementing voucher schemes and school choice mechanisms to improve educational quality through competition (Hoxby, 2004; Campos & Kearns, 2024). Authors such as Epple et al. (2017) and Verger et al. (2017) warn that these policies have increased school segregation. Chile presents a compelling case for addressing this question, as it has historically exhibited high levels of segregation. In fact, the Chilean education system came to be described as one of the most unequal and segregated in the world (Gutiérrez & Carrasco, 2021).In the second decade of the 2000s, policies aimed at promoting integration and equity were implemented (Preferential School Subsidy Law (SEP) —which increased voucher funding based on students’ level of priority—, and Inclusion Law (2015)— who eliminate selection among subsidized schools and eliminates additional payments made by parents to schools—).
To explore the potential effects of these integrative policies, we conducted a longitudinal study on school segregation levels, based on a validated measurement of socioeconomic status (SES), estimated through CFA using the educational level of each guardian and the family’s income to measure. Using census data (administrative and from the national standardized test SIMCE), we analyzed changes through various segregation indices commonly used in the literature (i.e., Duncan index, Hutchens’ square root index, Theil’s entropy-based index, and the Isolation index). Subsequently, by calculating a local segregation index for each school, we applied multilevel models (i.e., two-level random intercept models) to assess the relation of segregation with these policies, controlling for territorial segregation and other administrative school variables.
Results
The various segregation indices show a similar trend: during the first decade, segregation increased, but this trend reversed starting in 2008. From that point on, and following the implementation of the SEP Law and the Inclusion Law, segregation has decreased significantly, reaching levels equal to or lower than those observed at the beginning of the millennium.
The Duncan index still reflects, as of 2023, a state of hypersegregation among students with higher socioeconomic status—a pattern also noted in other studies (Ilabaca & Corvalán, 2023). This is consistent with the fact that the implemented policies have not affected private fee-paying schools (non-subsidized schools), to which students with higher SES have tended to migrate following the integration reforms. Similarly, segregation among the most vulnerable groups remains high compared to the average segregation level for this group in the OECD.
The observed decrease in segregation across different indices aligns with the policies implemented over the years. The SEP Law, introduced in 2008, appears to have halted the upward trend in segregation, while the 2015 Inclusion Law has reversed the trend and fostered a process of school integration.
Primary school results reveal significant changes in local segregation levels over the analyzed period. The three variables associated with desegregation policies show the expected effects (Model 3), and these effects persist when relevant controls are included (Model 4). Schools participating in the SEP program contribute, on average, 10% of a standard deviation less to segregation than schools not receiving the preferential subsidy. Schools that still implement shared financing contribute more to segregation. Secondary education results show that changes in local segregation are observed over the analyzed period, with an increase in the first period and a clear declining trend toward the end (Model 1). The three variables related to desegregation policies are again associated with reductions in local segregation.
In summary, the results are consistent across both primary and secondary education; segregation has decreased since 2015. Moreover, integrative policies are associated with reductions in segregation: the higher the proportion of students admitted through SAE, the more likely the school is to be part of the SEP program, and the lower the co-payment, the lower the school’s contribution to overall segregation.
Discussion
This study has analyzed the changes in segregation in Chile between 2002 and 2024, a period during which a set of policies was implemented that appear to have successfully reduced segregation. This shift represents a valuable international learning opportunity regarding school segregation, as successful cases of segregation reduction are rare (Gutiérrez, 2023). It is also particularly relevant to examine changes in segregation in a country that transitioned from a strongly market-oriented education system to one that, while still maintaining competition for funding via vouchers, implemented corrective policies to reduce segregation.
We can conclude that different types of policies have had a meaningful impact in the Chilean context, creating a favorable—though still insufficient—ecosystem of public policies for reducing segregation. This article provided evidence that both incentive-based policies (Rochex, 2011) and policies based on regulation and centralization have had positive effects on reducing school segregation. It is worth noting that no meaningful system-wide changes were observed until both policies were implemented simultaneously.
This research offers evidence supporting the possibility of reducing segregation levels, even in market-oriented education systems. Nevertheless, despite the observed decrease, Chile still maintains high levels of segregation, especially among the most affluent sectors of society, which are less affected by these policies.

Authors

• Claudio Allende González, Universidad de Chile

• Juan Pablo Pablo Valenzuela, Universidad de Chile

• Francisco Javier Meneses, Universidad de Chile